Using Brain-based Research to Strengthen Teaching & Learning

Recent developments in brain research have led to many implications for
strengthening teaching and learning. While the study of the way our brain
learns is incredibly fascinating, the purpose of this document is to
translate some of that information into tips that can be used in our
classrooms. According to author Eric Jensen, there are six broad categories
of recommendations.

Enrich Learning Environments

Learning is improved in enriched environments and diminished in impoverished
environments. Enriched environments are established by:

appropriate challenge. As you introduce new content, increase the
difficulty over time, vary the resources, and provide novelty in your
instructional strategies.

timely feedback. In order for feedback to enrich the learning
environment, it must be specific and learner controlled whenever possible.
Toward this end, there are several possibilities, such as having posted
criteria for performance, using a written checklist, checking against
personal goals, and the like.

Get and Maintain Attention

Every moment, there is a myriad of stimuli to which an individual could
attend. In order to get and maintain attention to the learning environment,
it is important to:

switch gears with a strong contrast from what you were just doing. For
example: if you were having students engage in quiet, reflective work,
switch to a group activity with lots of movement.

provide students time to process the material you've just covered. Brain
research indicates that you can either have the students' attention or
enable them to make meaning - not both at the same time.

Stimulate Emotions

Emotions are important in learning situations because they drive attention,
establish personal meaning and have their own memory pathways. Introduce
emotions in your classroom by:

engaging students in a personal way through journals, discussion,
sharing, personal stories, etc.

Motivation and Rewards

Teachers everywhere talk about their students' motivation or (seemingly)
lack thereof! Research strongly suggests that intrinsic motivation stems
from having compelling goals, positive beliefs and emotions about your
abilities, and striving to relate new learning to former learning. Intrinsic
motivation is more likely to emerge when you: